Best Writer

Deconstruct your team’s brief about APPLE, call out questions and observations. What matters is how insightful your questions and observations are. Some sample questions:

Where is the business now? Is the brand or product new, mature, growing or shrinking? What are the product’s existing brand values?

What is the business objective? What part of the sales funnel / customer loop is the business objective? Is it about growing awareness of an unknown/ new product, or increasing usage/ frequency of a current product, driving actions such as trial or store visits?

What do we know about the three “Cs?” – Competitors, their strengths, weaknesses, market position, and media strategy. Context for the campaign – political, social, and technological movements. Category, i.e. how people see the product category (i.e., is the product “fast food” or “luxury car.”)

What do we know about the audience? What is the audience thinking, feeling, doing? What are the barriers that keeps the audience from engaging?

What do you think would be helpful to know about the audience that was not provided?

What do we know about when and where the product will be available? (i.e. seasonality) and when your audience will be most receptive to your messaging (i.e. meal planning late Sunday afternoon)

MKT 500 Final Project Milestone Six: Marketing Strategy—Price Guidelines and Rubric
Overview: Determine the price you will charge for your product, or if you have chosen a service, determine its pricing (this may be based on an “average” price
per service rendered). This milestone is due in Module Six.
To complete this assignment, you must:
 Calculate the price of your new product or service.
 Describe how your price allows reasonable profit in accordance with your profitability strategy.
 Share the pricing strategy that you have selected, in accordance with those provided by the author of the text and additional resources. What is your
rationale for the pricing strategy selected?
 If you are using a channel of distribution, describe the profitability approach you are taking with your channel members to ensure appropriate profit at
their end so that they will want to promote your product.
 Weigh your pricing strategy with pricing currently offered by your competition. Consider how your proposed price fits into the target market and
compares to the competition. Your pricing should allow for sufficient profitability to allow you to cover your essential fixed costs (FC) and variable costs
(VC) on which you will want to reflect (but do not have to be listed).
Rubric
Guidelines for Submission: Your paper must be submitted as a 3- to 4-page Microsoft Word document with double spacing, 12-point Times New Roman font,
one-inch margins, and APA formatting. Incorporate at least two scholarly resources.

Please see rubric and Microorganims Profile Paper General Guidelines & Format that I have uploaded, also see below:

Purpose: The purpose of this assignment is for you to communicate the scientific knowledge you gain both inside and outside the microbiology classroom about a particular microorganism. All possible pathogens, are microbes that you encounter in your nursing career and therefore are relevant to your nursing success. As you progress through the Microorganism Profile Project, you will research your organism and provide written explanations in your own words. All written communication is expected to meet accepted standards for grammar, syntax, and punctuation. The completed paper is to be in APA format and is to be submitted electronically via the Assignment Drop Box in Canvas located in week 9
Skills: The purpose of this assignment is to help you practice the following skills that are essential to your success in a microbiology course. In this assignment you will:
• Access and collect needed information from appropriate scholarly materials.
• Communicate scientific information in your own words.
• Compose a well-organized, clear, concise, essay expanding your knowledge on an assigned organism.
• Correctly reference cited material using APA formatting.
Knowledge: This assignment will also help you to become familiar with the following important content knowledge in this discipline:
• Fundamentals of microbiology.
• The interaction between microbe and host.
• Use of appropriate scientific vocabulary.
• Explain the chain of transmission for your assigned microbe.
• Explain treatments for microbial infection.
• Identify preventative measures used for the pathogen.
• Identify clinical relevance for nurses and or patients.
• Understand the presentation of a patient with this microbe.

As you navigate through the microbiology course, collect information specific to your organism. Use the Microorganism Profile Paper General Guidelines and Format to through you in the important information which can include but is not limited to the following:
1. Type of microorganism you have
2. Gram reaction (if any), shape and arrangement
3. Virulence factors
4. How the organism evades the immune system
5. Diseases your organism can cause.
6. How your organism can spread to others
7. Ways to prevent infection
8. How your organism will be treated
9. What a nurse needs to know about your organism
10. Prepare an APA format typed essay that documents YOUR understanding of the information and how it pertains to your assigned organism. APA is 12 point font Times New Roman with one-inch margins. Include a title and reference page and 3 to 5 content pages (total 5 to 7 pages).
11. Include at least 4 APA style references from scholarly articles or resources. For each reference, you will provide an in-text citation by providing a quote or paraphrasing the author’s information.
See the Rubric for complete requirements.
Unit 9: Upload your completed APA style paper to the Drop Box located in module 9.
Criteria for success: (Grading Rubric)
1. The student has thoroughly described the structure of the assigned microbe in detail, including the microbiological tools that would be necessary to observe the organism and virulence factors.
2. The student has thoroughly described the infectious disease caused by the assigned microbe, including conditions, duration of infection, complications, and predisposing factors.
3. All aspects concerning the interactions between the microbe and the human immune system were fully addressed. (all items or terms that are listed are described or explained in a very complete manner).
4. All aspects concerning the transmission of the assigned microbe between hosts are fully addressed. An original diagram created by the student is used to address epidemiology.
5. All aspects concerning the chemotherapeutic options for the assigned microbe are fully addressed.
6. All aspects concerning the clinical relevance of the assigned microbe are fully addressed.
7. The student can accurately interpret and communicate information using scientific vocabulary using written and/or graphical means consistently throughout the assignment.
8. The overall presentation is 100% complete, orderly, and demonstrates scholarly achievement including APA format, proper grammar, and punctuation.
9. At least 4 sources have been referenced, cited in-text, and references are from reputable sources.

For this assignment, you get to play G.O.D. by composing a dialogue along the lines of what Potter does in his book to approach the task below: Write a dialogue wherein you examine (post)-positivist scientific explanations as a source of tension between Aboriginal peoples’ interpretations and those of the Canadian state or Enbridge in the pipeline issue. [Use Karen Sharp’s chapter in The Answer is Still No as your case study] Proceed by composing your own dialogue with Socrates from G.O.D’s point of view. Your dialogue should be no more than 500 words [double-spaced, 11-pt Arial or 12-pt Times New Roman]. Submit as a doc or pdf only Your dialogue will be graded on: your effort to address the topic assigned the qualit‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌y and depth of the content you submit demonstrated ability to connect dialogue to relevant concepts and issues from the assigned readings for this Module the presence of original thought, critical reflection and creativity timely posting of your dialogue [late submissions will be penalized 5% per day] Required Readings Potter, G. (2017). Positivism and empiricism: Seeing is not all there is to believing. In The philosophy of the social sciences: New perspectives (). New York: Routledge. Coulthard, . (2014). The politics of recognition in colonial contexts. In Red skin, white masks: Rejecting the colonial politics of recognition (). Minneapolis: University of Minnesota Press. Bowles, P. and Veltmeyer, H. (Eds.) (2014). Introduction: Pipeline journeys. In The answer is still no: Voices of pipeline resistance (7-14). Halifax and Winnipeg: Fernwood Publishing. Bowles, P. and Veltmeyer, H. (Eds.) (2014). Karyn Sharp. In The answer is still no: Voices of pipeline resistance (15-25). Halifax and Winnipeg: Fernwood Publishi‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ng.

Your paper will begin by providing a thorough synthesis of Alexander’s argument. Why does she make the use the analogy of Jim Crow segregation? What evidence does she provide to make her case? What role does she say that media plays in framing our understanding of the problem?

After summarizing her argument, you will provide an evaluation/critique of her claims. One of major line of critique is that we are currently moving toward a post racialized justice system that focuses more on class inequality. The documentary, The House I Live In, does an excellent job of illustrating this shift, and you are encouraged to watch it to help with the paper. Use this line of critique as a jumping off point to conduct research evaluating the argument.

Write a 5-6 page paper which reflects on Napier and Whitaker’s work with the Brice family. Provide examples from the text of therapeutic techniques that stood out to you most, discuss your reactions and thoughts about the interventions, and explore self-of-the-therapist implications of your reactions.

This paper should include your own reactions, thoughts, and feelings about the treatment (i.e., what techniques fit for you personally and why, what techniques do not fit for you and why not, what emotions came up while reading, how you understand these feelings, what it would be like for you to work with this family, etc.).

Prompt: Use at least 2-3 sentences to explain how one of the two assigned videos for this week (about campus rape or tobacco) illustrate the concepts of agents, victims, compliance, and complicity and relates to one (and only one) of the course learning objectives.

Note that there are two parts to this writing assignment: 1) relating your chosen video to this week’s material and 2) relating it to the larger course objectives.

Your answer should make it clear which one learning objective you are referring to. An easy way to do this is to include wording from your chosen objective in your first sentence: “The John Oliver video about tobacco companies highlights the difficulties associated with holding corporate actors responsible for the harm they cause, and it relates to the learning objective about analyzing the connections between individuals, institutions, and social structure in the (re)production of violence and inequality across time and place.”

The four course learning objectives include:

Engage in critical and analytical thinking, writing, and discussion about the concept and practice of violence, the (re)production of social inequality, and societal responses to violence and inequality.
Discuss definitions of violence and inequality, review sociological theories of and research on violence and inequality, and consider historical and political conditions affecting the legality and social capacity for violence and inequality.
Describe and analyze the connections between individuals, institutions, and social structure in the (re)production of violence and inequality across time and place.
Analyze and compare different forms of violence and inequality associated with race, class, and sex/gender, and understand the crucial role of major public institutions in the structuring and (re)production of violence and inequality today.

I‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ntroduction (2-3 sentences) Provide a fact that you came across researching the topic that will pique your readers’ interest. NOTE: Introductions and conclusions may be written after the body of the paper is completed. PERT Tool Research Search the internet for templates or free software to create the PERT. If you easily learn new programs, check out free online apps or companies that offer no-cost downloads for creating PERT charts. Templates are best if you find attacking new software too daunting in a two-week module. This is your project: Make decisions that fit the way you work best. Your project application will be Module 4 work in OPM300. Create an in-depth PERT chart that graphically represents how the project will be set up. Provide the source of the template or the link to the software used. Begin this section with a description of the PERT tool. Provide written rationale for choices made in developing the PERT chart. (1½ pages, not including chart) Since you are engaging in research, be sure to cite in the body of the work and add a reference list in APA format. Internet research is appropriate for this case. Critical Path Method (CPM) The schedule network diagram visually represents how the ‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌scheduled tasks are connected. The PERT shows the tasks, the schedule network diagram shows the order. Submit the schedule network diagram using the critical path method (CPM) using a template or your choice of software. Begin this section with a description of the CPM method. Explain the critical paths in your schedule. (1½ pages, not including chart) Since you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format. Internet research is appropriate for this post. Conclusion (2-3 sentences) Wrap up the discussion with an overview with ideas for future workplace applications using these tools. Since you are engaging in research, be sure to cite and reference the sources in APA format. NOTE: Failure to use research with accompanying citations to support content will result in reduced scoring “Level 2-Developing” for Meets Assignment Requirements, Critical Thinking, Use of Sources and Mechanics on the grading rubric. The paper should be written in the third person; this means words like “I,” “we,” and “you” are not appropriate. Refer to yourself in the third person as “manager,” or you can write about what the “project team” will do, rat‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌her than saying “I” and “we.”

P‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ersonal and Professional Case Analysis II Use the reading assignments thoroughly in your discussions. All assignments MUST be typed, double-spaced, in APA style and written in proper English. You must integrate the material presented in the text. You may use outside research to support the text material, but not to replace the text. All work must be cited according to APA format. Culture/Diversity and Legal/Ethical issues must be included when relevant. Please use NAADAC Code of Ethics (Links to an external site.) and CCAPP Code of Conduct Download CCAPP Code of Conduct (also located under Resources). Do not type the case scenarios into your assignment. Your response to each scenario, (including all questions listed below each scenario), should be approx 2 pages per scenario Your entire assignment should be 6 pages total plus a title and reference page. The following scenarios are adapted from case studies provided by the text authors. Scenario Four Jason, a 25 year old Japanese-American man, entered the addiction counseling program excited and motivated to help people heal from their own pain. He has been told that he is easy to talk to. Further, he commented that all his friends come to him for advice. During initial classes, he learned that counselors do not give advice, and that his friendly interactions are not professional. He is not sure he believes that, but he is willing to hear it. In his early role-plays with other students, he continually problem-solved when he was role-playing the counselor, and the student role-playing the client always thanked him and seemed to get some good ideas to try. However, his faculty marked him down for problem-solving. Jason is clearly not aware of two things: his own counselor identity and role, and the effect he is having on others. He expressed being unsure about what it was that was expected of him, and that was making him anxious. He is heading for practicum, and still is not connecting with clients appropriately. 1. What corrective feedback might Jason’s supervisor give? 2. What counselor identity development and foundational skills might his supervisor recommend? 3. How might the use of Johari’s Window help Jason? Scenario Five Michael identifies as a Latino in his mid-thirties, married with 2 young children. He is recovering from drugs and alcohol and has been sober for 10 years. He is still active in the 12-step program. Michael had worked before as a mechanic, and enjoyed it, but decided that his love for helping others was needed in the counseling field. He was not excited, per se, about attending graduate school, but he did it since he “needed the degree to make it official.” Michael stated, from the beginning of his training program, that he was a “natural born helper” and could never resist giving to others in need. He told the class a few stories which consisted of his eagerness to help strangers, neighbors, and offering anything he had to those he knew who were in desperate need.‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ This all sounded chivalrous and kind until he began to tell the class another story. Apparently, his practicum boss needed a place to live, had just gone through a messy divorce, and was at risk of being evicted. Michael apparently didn’t even talk things over with his family but immediately offered his boss a room to rent for “a good deal” in his house. He proceeded to say that he saw no issue with it, nor helping anyone in such a need because it made him feel good and needed. In all reality he shared “I help because it makes me feel better and I cannot say no.” A peer in class piped up and asked, “did you consider any ethical concerns with inviting your boss to live with you and your family, like boundaries?” Michael smiled and stated “those are for people who cannot control themselves nor make good decisions; I don’t have a problem with that, so I don’t need to consider anything like that. The arrangement was good for us all as we needed the extra cash to rent a room, and he needed a place to stay. Plus, this was the only safe option for him.” Michael admitted, “I know all about that since my mom and dad abused me when I was little. We saved this poor man! And in the end, I get to be the good guy who helped him out of a tough situation.” 1. Consider some of the red flags in Michael’s story here. What are they and why? 2. What are your main concerns and questions? In consideration of the potential trauma or stress response, what does 3. Michael need for her personal and professional growth and development Scenario Six Jane served in the military and is currently a student. She posted the following online discussion reply as a response to the question of “how well you receive feedback in your counselor developmental process?”: I have come to reflect on this quite a bit since starting in my training as a counselor. At first, I realized, I was slightly different than other folks in that I was used to getting and giving feedback daily in the military. In fact, it was a part of daily life. My ability to hear and accept and implement feedback meant a matter of life or death in that world. I also had profound respect and admiration for supervisors and leaders who took their time to offer their genuine feedback for how I could be a better soldier. I was honored by that, and, in turn, felt it was my responsibility to do the same for my fellow peers and, someday, my own subordinates. Feedback is a part of growth and, without it, we have no idea how we are doing really. I find that I respect and feel honored by my supervisor and colleagues who give me feedback and take the time to tell me how they experience me, so I can know what I am working towards. 1. How did Jane’s articulation of feedback resonate with you? 2. Compare how Jane views feedback to what you experience. 3. How does Jane demonstrate she is in the actualization quadrant of the Universal Growth Model (UGM) towards her growth process? Activity Outcomes Develop professional iden‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌tity in consideration of wellness and self-care

Outcome Analysis Part B
Narrative Analysis
1. Using synthesis and evaluation, the student authors a 3,000-4,500 word scholarly reflective narrative that demonstrates how all of the artifacts submitted, and the course in which the artifacts were produced, meet each MSN/FNP Program Outcome; AND
2. The student provides summative evaluation of their own professional growth and development as a graduate student in the COGNITIVE, PSYCHOMOTOR, and AFFECTIVE domains as it pertains to the FNP Program; AND
3. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to AACN’s MSN Essentials for Graduate Education; AND
4. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to the National Organization of Nurse Practitioner Faculties (NONPF) Competencies; AND
5. The student reflects how one’s own cultural competence has been transformed.
100 pts
Excellent
All 5 elements are present
91 pts
Very Good
1 element is missing
83 pts
Satisfactory
2 elements are missing
50 pts
Needs Improvement
3-4 elements are missing
0 pts
Unsatisfactory
5 elements are missing
100 pts
This criterion is linked to a Learning OutcomeGrammar, Syntax,
Spelling, APA Format & Punctuation
This Narrative Analysis format should use APA format, to include a cover page, running head, headings, and a reference list. Other elements, such as an APA formatted table, may also be included. Strict adherence to APA format is required
Paper has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

Special instructions: the artifacts are attached. Three artifacts per course. For example, the course NR500NP Foundational Concepts and Advanced Practice Roles has three artifacts which are Week 2 Roles in Advanced Practice Nursing.docx, Week 4 APN Professional Development Plan Paper.docx, and Week 6 Area of Interest Power Point Presentation.pptx. The name is given as the name of the file. They have to relate to the program outcomes.

Chamberlain University’s MSN/FNP Program Outcomes
1. Provide high-quality, safe, patient-centered care grounded in holistic health principles.
2. Create a caring environment for achieving quality health outcomes.
3. Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity.
4. Integrate professional values through scholarship and service in health care.
5. Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice.

NONPF Core Competencies
Core competencies of NONPF are as follows:
1. Scientific foundations, 2. Leadership, 3. Quality, 4. Practice inquiry, 5. Technology and information literacy, 6. Policy, 7. Health delivery system, 8. Ethics, and 9. Independent practice (Nurse Practitioner Core Competencies, 2017)

AACN’s MSN Essentials
nine essentials are as follows: I. Background for practice from science and humanities, II. Organizational and systems leadership, III. Quality improvement and safety, IV. Translating and integrating scholarship into practice, V. Informatics and healthcare technologies, VI. Health policy and advocacy, VII. Interprofessional collaboration for improving patient and population outcomes, VIII. Clinical prevention and population health for improving health, and IX. Master’s-level nursing practice (AACN, 2011)